Case Study - The Flipped Classroom (Optional)

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies?
The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson.
Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context.
This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

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VS

A wonderful experience and a handy course. The lecturers are great with a very nice way on interacting. Thank you for all your cooperation. Hope to see more of you in future. Thank you once again.

TS

May 23, 2020

Filled StarFilled StarFilled StarFilled StarFilled Star

The topics discussed in this course is very helpful and very practical. Personally, it makes me think more about what a great teacher should do in order to prepare our teachings. Thank you, UNSW.

從本節課中

Planning Online Learning + Online Learning Activities

'Module 3: Planning Online Learning' will explore the importance of planning online learning from a pedagogical perspective rather than a technology driven one. Careful planning is one of the most important aspects of teaching online, and success often depends upon taking the time to consider all of the different aspects of the online learning experience before you begin. The content and activities will explore the concepts of constructive alignment, choosing which aspects of a class are best done online or face-to-face, building digital literacy capabilities within your students, and examining your own motivations for wanting to teach online in the first place. 'Module 4: Online Learning Activities' will identify important considerations you need to keep in mind when developing online learning activities for your students. We will offer advice about how to plan an online activity, and help you think about which may be appropriate for your own students. When you are new to the process, understanding which online technology best supports different learning activities can be daunting. This module, along with a range of case studies, and activities, will explore the relationship between different technologies and specific activities in more depth.

教學方

Associate Professor Simon McIntyre

Dr Negin Mirriahi

腳本

[BLANK_AUDIO] [NOISE]. [NOISE] I started trying to make the most out of the face to face time with my students. I perceived that it was very valuable the time we spend. Talking to each other, interacting in a lab or in a lecture. And I started to schedule certain activities and certain exercises before they took class. And then most importantly, make them participate in class. So I gradually started moving in that direction, and then I think the term flipped classroom applies to that methodology, it's just that you make it a bit more formal. And the other thing that came also into place is that technology appear and offer you now a huge number of tricks and techniques to engage the students before coming to class and therefore it's much more effective I think. Click Classroom can be adapted to a wide variety of contexts, and even different types of education both higher, higher education, primary, secondary, the key point here is: Can you benefit from a session in which you are interacting with your students? And if the answer is yes in any context, then you should explore for the classroom. In my concrete example, I teach a flipped classroom for 300 students. And you gain students in a lecture theater. So they are sitting there in the, in the room. It doesn't lend itself much to group discussion, I agree. But there are already techniques in there that you can use to engage them. In my case for example I, I make them vote. I give them a few options of a question, we discuss a question, we explain it. And I'll let them first think about it in silence so you get the the lecture theatre completely silent with 250 students. Then they get to vote. Now voting you can do raise your hand, you can do color cards so they all vote at the same time and you see which color is the the most frequently appearing which. Gives you also an idea of the type of answer you are getting. Is it a misconception? Is everybody knowing the right answer? Then I tell them to look for somebody that voted different from them and discuss or convince each other. So if you voted A, and I voted B. Some of us is wrong, and therefore we need to discuss. So I think the main point is, even with a lecture theater with 300 students, you can engage them in some discussions. You just have to be creative and come up with a type of activities that elicit that type of interaction with them. So what I'm showing here is an example, or a slice of a flipped classroom course. This is week 3. And the way I went about to design this is, first think, as I said before, what are your objectives for the session? And I actually write in here explicitly in terms of course that are familiar for the students, what they should know at the end of this week. And also give precise instructions on what you should do. Now, these two sections are common to every week. So whenever the student looks at these document, they know immediately what should be done and what should be known at the end. Now, I meet with my students on three occasions, a lecture, a tutorial and a laboratory. So let's take a look at the lecture, for example, and the way I organize it. As you can see, very clean distinction between activities to do before the session. Five of them. And activities to do during the session, these are two hour sessions. So I scheduled four activities for this two hour, roughly half an half an hour each of them. The other thing that I typically include is a link in case they want to review or they get a sense that the material that we covered here was not properly covered or they, they get a sense of not performing, or not getting enough information, so they always can click in here. And if we go look at this. They go into the official material of the course, and they got plenty of text here. Questions, videos, additional materials, as you can see. Take a look at this video, the length of the video's kind of short 12 minutes. It's almost 13 minutes. The recommended length for flipped classroom is around 8 to 10 minutes so this will be a bit longer. The videos are done in a way that I am writing on a white piece of paper and it's only one single piece of paper and then I provide the link for the document that came out of a video, so that students have access to that after they've seen how I created this in the video. After the video, immediately after, they're asked to answer a few questions. And these questions, as you can see they are part of the text, we don't need to go to an assessment center or you need to submit anything strange. You just come here, try one and grade, and see immediately if we got it right or not. You want to try again, you click here agiain. And if you run out of patience I want to see the solution and then you see which one is the correct one. So then after you obtain this information about the engagement or the interaction with those questions you can detect out of several topics that you plan to address in the classroom which ones students get engaged the most and which ones they engage the least. Or if you look at these questions, you can even detect misconceptions. Aspects of a concept that are not clear, or that the students systematically get the wrong answer. And therefore you go prepared to your class and emphasize or clarify or devote more time to clarify that specific aspect. So one of the powerful things. And I believe every teacher will relate to that, is it will help you identify misconceptions. And misconceptions are great, because that's the way you really improve the learning experience for the students, when we solve them. Okay. So my way of planning a flip classroom starts looking at the objectives that I want to achieve at the end of the classroom. That's very important. So. This is a very delicate process so you have to look at the end, it's a little bit counter-intuitive because typically the way we approach the classroom is this is the concepts that I need to cover. My personal experience tells me that you have to approach the whole thing upside down. It's more like look what you want to achieve at the end of that classroom and then work backwards. What kind of activities would be best suited, given the fact that I can interact with the students and they participate and they have to talk to each other, so what kind of activities would you like to have there? Right? Now, typically for those kind of activities you'll need some sort of basic knowledge, basic exposure, certain notions there, and then you start working backwards again and outlining the type of activities that should happen before students show up in class. So that's my approach basically. Look at the end first, then look at what you need in the face to face session, and then look how to better support these discussions with offline or online activities that students are supposed to do before they come to class. [BLANK_AUDIO] So from the point of view of the technical requirements to produce this type of material, as you can see it's a purely HTML format. Which I think is, is the way documents and, and the way inform, we exchange information, is, is happening right now. So it's entirely in HTML. The type of support you need for this is a procedure such that you create a raw material like the discussion of your description of your activities. Figures perhaps, basic figures. And then this gets all translated into an HTML. It's a website. This is not in a specific learning management system. It's just a set of HTML pages. That are automatically generated from this, initial material, and then these can be uploaded to any learning management system. All of them support HTML documents, so I think that's the way to, that's a good way to approach it. Balancing the amount of work, I found personally, is one of the most difficult things. I would even go to the point to say that 99.9 of the instructors we over program things. So in summary for me the flip classroom is a transition process. It puts the student in the centre. The student needs to participate, has to be actively engaged. And I got the sense that this is the direction we should be going in terms of teaching. We come from a scheme in which students are too passive. And we need to move to a more, much more participatory type of experience. Little bit friction, in my experience. There will be a little bit of reluctance from the point of view of some students, that they want to be left alone. But I think the justification for moving on that direction is that the overall experience is much more efficient, much more rewarding for everybody, and therefore is something that definitely, we all need to be embracing. [BLANK_AUDIO]